"When planning to educate a child, it is vital to see the whole child, and to understand there are a limitless number of interconnected factors that will affect that child's being (Cajete, Fitznor 1997)"
Page 42 (IAP Doc.)
"They told me to tell you the time is now. They want you to know how they feel. So listen carefully, look toward the sun. The Elders are watching..."
Key Action 2 - Provide More Responsive Teaching and Learning Experiences
Page 1 (IAP Doc.)
"Schools have the responsibility to ensure that Aboriginal perspectives are fairly and accurately conveyed to all students."
Page 7 (IAP Doc.)
"A way to truly learn about and understand many aspects of the Aboriginal world view is through experiential means: watching, listening, and doing as the Elders teach."
Page 16 (IAP Doc.)
"There has been a tremendous increase in 'child-centred' rather than 'teacher-centred' learning, and a greater awareness of the effect of school and classroom environments upon the students. With the inclusion of more aspects of the traditional Aboriginal style of educating children and youth, educators will find an increase in the academic success of Aboriginal and possibly non-Aboriginal students as well."
Page 18 (IAP Doc.) has a listing of what curricula that is inclusive of Aboriginal Perspectives will include
Pages 26-31 (IAP Doc.) Integrating Aboriginal Perspectives into Curricula outline specific applications of Aboriginal perspectives in curricula for subject areas including ELA, Home Economics, Industrial Arts (Technology Ed., Math, Music, Phys. Ed./Health, Science, and Social
Page 51 (IAP Doc.) provides an example of a project that demonstrates integration of Aboriginal Perspectives in Middle Years (Grades 4-6) at Grand Rapids School
"It is especially important for opportunities to be made for Elders to be invited into the school and classrooms. The Elders could be invited to share particular aspects of their knowledge with students, work with staff to assist troubled youth, share knowledge at staff meetings, or play a variety of other roles within the school."
Key Action 4 - Increase Student Voice, Choice and Responsibility
Page 16 (IAP Doc.)
"In our system of education, knowledge is earned....We don't put knowledge in a person's head or hand. We give directions, not answers....Answers come from the inside."
Key Action 5 - Strengthen Community Involvement
Page 8 (IAP Doc.)
"Aboriginal peoples have traditionally been, and many are to this day, taught that generosity is one of the greatest virtues; through the unselfish acts of sharing with other members of the community, the whole community is made stronger."
Middle Years E-Handbook
Integrating Aboriginal Perspectives
Handbook Key Actions Linked to Content from Integrating Aboriginal Perspectives Into Curricula Document (Manitoba Education)
Key Action 1 - Develop a Deeper Understanding of Young Adolescents
Page 13 (Integrating Aboriginal Perspectives document)- "When planning to educate a child, it is vital to see the whole child, and to understand there are a limitless number of interconnected factors that will affect that child's being (Cajete, Fitznor 1997)"
Page 42 (IAP Doc.)Key Action 2 - Provide More Responsive Teaching and Learning Experiences
Page 1 (IAP Doc.)
- "Schools have the responsibility to ensure that Aboriginal perspectives are fairly and accurately conveyed to all students."
Page 7 (IAP Doc.)- "A way to truly learn about and understand many aspects of the Aboriginal world view is through experiential means: watching, listening, and doing as the Elders teach."
Page 16 (IAP Doc.)- "There has been a tremendous increase in 'child-centred' rather than 'teacher-centred' learning, and a greater awareness of the effect of school and classroom environments upon the students. With the inclusion of more aspects of the traditional Aboriginal style of educating children and youth, educators will find an increase in the academic success of Aboriginal and possibly non-Aboriginal students as well."
Page 18 (IAP Doc.) has a listing of what curricula that is inclusive of Aboriginal Perspectives will includePages 26-31 (IAP Doc.) Integrating Aboriginal Perspectives into Curricula outline specific applications of Aboriginal perspectives in curricula for subject areas including ELA, Home Economics, Industrial Arts (Technology Ed., Math, Music, Phys. Ed./Health, Science, and Social
Page 51 (IAP Doc.) provides an example of a project that demonstrates integration of Aboriginal Perspectives in Middle Years (Grades 4-6) at Grand Rapids School
Key Action 3 - Build Stronger Learning Relationships
Page 17 (IAP Doc.)
Key Action 4 - Increase Student Voice, Choice and Responsibility
Page 16 (IAP Doc.)
Key Action 5 - Strengthen Community Involvement
Page 8 (IAP Doc.)